Conceptualizarea dezvoltării suporturilor curriculare CLIL în educația multilingvă și pluriculturală (engleză, franceză și română)

Abstract

In an increasingly globalized and diverse educational context, the development of teaching materials for Content and Language Integrated Learning (CLIL) presents a complex but essential challenge. This article aims to provide a synthesis of the fundamental concepts, theories, and methodologies underlying the development of CLIL teaching materials to understand how challenges evolve in the context of transdisciplinary, multilingual, and multicultural education. Focused on a panoramic analysis of the CLIL pedagogical approach, this study explores the theoretical foundations of CLIL, with an emphasis on the 4C model (content, communication, cognition, culture) and the contributions of key authors such as David Marsh and Diane Coyle. It then invokes the historical evolution of CLIL, compares modernist and postmodernist epistemological perspectives, and associated approaches. It underlines the importance of adapting CLIL materials to the specific needs of students and teachers, as well as the crucial role of digital technologies in facilitating integrated learning. In conclusion, the article highlights the complexity and relevance of the CLIL approach in the current educational context.